IT Users in Schools – https://hackscience.education/ https://hackscience.education/2017/12/03/it-users-in-schools/
Logical inconsistencies. I can see them, and they make me question your judgement on everything.
#science does that to you.
I trust experts. I know they recognize when they are wrong and they change when they get better information and better ideas to explain information.
That’s what #science teaches you.
The IT We Need: Appropriate, Proper, Reasonable – https://hackscience.education/ https://hackscience.education/2017/11/27/the-it-we-need-appropriate-proper-reasonable/
Hey teachers, if you are going to share students’ work with others, get their permission. I don’t care the rationale or the justification. If you don’t you are showing gross disrespect for them as humans and creators. #edutooter
I am a skeptic, but I am convinced by evidence.
I am open-minded, but I am not gullible.
That’s what #science does for you.
Observations of Narcissist Educators – https://hackscience.education/ https://hackscience.education/2016/08/05/observation-of-narcissist-educators/
A Brief Typology of Teaching – https://hackscience.education/ https://hackscience.education/2016/07/28/a-brief-field-guide-to-educational-adjectives/
Another observation from ca. 2008:
For educators, the penetration of computer networks into the classroom has been simultaneously a great advantage and a great distraction. Using media in previous generations, teachers could be sure an editor working within some system of accountability had approved the information, and one could be reasonably sure that media selected for the classroom accurately represented the prevailing view of professionals in the field. This system arose in part because of the expense of creating media and in part because of the expertise needed to create the media. Only those who were assured of a paying audience or those who could support expensive productions could publish for the masses. When using modern media, however, one cannot assume any editorial oversight of the media appearing in public. Hucksters, radicals, rascals, and idiots can all create content for the web and the content created by those groups appears in the same search engine results as those of professionals, experts, and authorities.
I recently discovered this prargraph that I wrote about 15 years ago. I was prescient:
The milieu of information sources is further complicated by the fact that the hardware and software necessary to publish to the Internet is available on even the most modest computer systems in use today, and that connections to the Internet are ubiquitous and cheap. In a matter of minutes, anyone with access to a computer and an Internet connection can publish anything he or she wants on the Internet. Such capacity allows citizens to from political networks, business to publish information for employees and customers, educators to publish for colleagues and students, and charlatans to do what they do.
John Seeley Brown (2000) concluded that in the 21st century, the amount of information that humans access is overwhelming. Information is no longer the essential aspect of knowing. The sense we make of information is the essential aspect of knowing. Brown observed, “The forces that shape the background [of human knowledge] are the social forces, always at work, within which and against which individuals configure their identity. These create not only grounds for reception, but grounds for interpretation, judgment, and understanding” (p. 139).
Reference
Brown, J. S. (2000). The social life of information. Harvard Business School Press.
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator